Development and impact of teachers’ professional competence – a longitudinal study over 10 years based on the COACTIV-R-project

教师专业能力的发展与影响——基于COACTIV-R项目的10年纵向研究

• 批准号: 438654700
• 负责人: Professorin Dr. Uta Klusmann
• 金额: --
• 依托单位: Abteilung Lehr- und Lernqualität in Bildungseinrichtungen (LLiB)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/438654700?language=en
• 关键词: Development; impact; teachers; professional; competence

Professional competence of teachers is considered as one of the key determinants of professional success. Hence, key questions are how the cognitive and motivational-affective aspects of professional competence develop in the long term and how sustainable these aspects may impact the teachers’ professional success. Previous studies often compared teachers with more or less experience in cross-sectional studies or examined prospective teachers over short time intervals. However, there has been a lack of longitudinal studies that systematically investigate the development of the aspects of teachers’ professional competence over longer periods of time. This is the starting point of the planned research project, in which the participants of the COACTIV-R study will be re-examined. As part of the COACTIV-R study over 800 teacher candidates were examined during their induction phase (German Referendariat) with regard to key aspects of professional competence as well as personality traits and characteristics of the learning opportunities of the induction phase. In the planned project we will firstly describe the developmental trajectories of professional competence over the 10-year time interval and identify resources for a positive development as well as risk factors for an unfavorable development. Secondly, we will examine how sustainably the aspects of professional competence (acquired during teacher education at university and during the induction phase) predict the later professional success of the teachers. Based on a multicriterial approach we will use various indicators of professional success, such as the instructional quality, teachers’ well-being, their educational commitment (for example, the use of learning opportunities) and the quality of teachers’ professional cooperation. At the same time, we will combine multiple methods to assess the indicators of teachers’ professional success. In several studies, the students’ perspective on instructional quality as well as the subjective view of the teachers will be supplemented by procedures such as behavioral checklists and a diary study (to measure teachers professional well-being) over several days. The project thus generates knowledge of how well teacher education prepares for working life and how the professional competence acquired during teacher education contributes to continuing professional development and predicting the future professional success of teachers.

教师的专业能力被认为是专业成功的关键决定因素之一。因此，关键问题是专业能力的认知和动机情感方面如何长期发展，以及这些方面如何可持续地影响教师的专业成功。以前的研究经常比较具有或多或少横断面研究经验的教师，或在短时间间隔内对未来的教师进行调查。然而，对教师专业能力各方面在较长时间内的发展进行系统调查的纵向研究一直缺乏。这是计划研究项目的起点，将对COACTIV-R研究的参与者进行重新检查。作为covv - r研究的一部分，在入职阶段（德国全民公决）对800多名教师候选人进行了关于专业能力的关键方面以及入职阶段学习机会的个性特征和特征的检查。在计划中的项目中，我们将首先描述十年时间间隔内专业能力的发展轨迹，并确定积极发展的资源以及不利发展的风险因素。其次，我们将研究专业能力方面（在大学教师教育和入职阶段获得的）如何可持续地预测教师后来的专业成功。基于多标准方法，我们将使用专业成功的各种指标，如教学质量、教师福利、他们的教育承诺（例如，学习机会的使用）和教师专业合作的质量。同时，我们将结合多种方法来评估教师专业成功的指标。在几项研究中，学生对教学质量的看法以及教师的主观看法将通过行为检查表和日记研究（衡量教师的职业幸福感）等程序进行补充。因此，该项目产生了教师教育如何为职业生活做好准备的知识，以及教师教育期间获得的专业能力如何有助于持续的专业发展和预测教师未来的专业成功。